scholarly journals The Project of Modernisation of Teacher Education in the Russian Federation: Outcomes 2014—2017

2018 ◽  
Vol 23 (1) ◽  
pp. 5-24 ◽  
Author(s):  
A.A. Margolis ◽  
M.A. Safronova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Russian Federation ◽  
Research University ◽  
Project Implementation ◽  
Ministry Of Education ◽  
Independent Evaluation ◽  
Federal Districts ◽  
The Russian Federation ◽  
Two Stages

The project of modernization of teacher education was initiated by the Ministry of Education and Science of the Russian Federation in 2014 and was carried out in two stages: the first one in 2014—2015 and the second one in 2016—2017. This full-scale project comprised 33 projects covering the modernization of all main programmes of teacher training (bachelor’s, master’s, PhD) in “Education and Pedagogical Sciences”. The project was implemented by 65 higher education organizations located in 51 subjects in 8 federal districts of the Russian Federation. Expert and analytical support in the course of the project implementation was provided by interregional Resource Centers established in the Moscow State University of Psychology and Education, the project operator, and in the National Research University Higher School of Economics, the co-operator; also, a new website педагогическоеобразование. рф was created for the purposes of project assistance. A new model of designing modules of basic professional educational programmes was developed and tested during the project implementation that incorporates activity and practice-oriented approaches into teacher training. Following the results of each stage of the project, an independent evaluation of professional competencies and their compliance with the requirements of the professional standard for teachers was carried out in students using a specially developed technique. All in all, more than 6300 students from 51 Russian universities participated in this independent evaluation.

scholarly journals Modernisation of Kindergarten Teacher Education: Markers of New Basic Professional Educational Programmes

2018 ◽  
Vol 23 (1) ◽  
pp. 38-45
Author(s):  
A.G. Gogoberidze ◽  
I.V. Golovina
Keyword(s):  
Teacher Education ◽  
Detailed Analysis ◽  
Russian Federation ◽  
Educational Outcomes ◽  
Preschool Education ◽  
Kindergarten Teacher ◽  
Ministry Of Education ◽  
New Model ◽  
Educational Programmes ◽  
The Russian Federation

The article deals with a new model of preschool education that was developed and tested under the scope of a comprehensive project on the modernization of teacher education established by the Ministry of Education and Science of the Russian Federation (2014—2017). We provide a detailed analysis of the new bachelor's and master's educational programmes in preschool education. Also, we focus on the logic and design of practice-oriented educational programmes; describe educational outcomes as well as ways of reaching and evaluating them; and, finally, analyse the content of modules of the educational programmes.

scholarly journals Information Analysis Products on the First Phase Results of the Project Modernization of Pedagogical Education

2015 ◽  
Vol 20 (5) ◽  
pp. 13-28 ◽  
Author(s):  
V.A. Bolotov ◽  
V.V. Rubtsov ◽  
I.D. Froumin ◽  
A.A. Margolis ◽  
A.G. Kasprzhak ◽  
...  
Keyword(s):  
Teacher Education ◽  
Research University ◽  
Educational Programs ◽  
State University ◽  
Ministry Of Education ◽  
Information Analysis ◽  
Resource Center ◽  
Independent Evaluation ◽  
Project Participants ◽  
Moscow State University

The modernization project of teacher education initiated by the Ministry of Education and Science of Russian Federation in 2014 and included a number of projects for teacher education modernization at the interregional level, with the participation of 45 universities in Russia. Resource сenter was created for expert analytical support for the modernization project of teacher education. The Resource center basis was made by the project operator Moscow State University of Psychology & Education and joint contractor National Research University Higher School of Economics; project portal педагогическоеобразование.рф. The project participants developed and tested four models of teacher training in the projects applied Bachelor, professional (educational) Master, academic Bachelor and Master research courses; they developed more than 110 new modules of the basic professional educational programs in two years. The new modules have been tested in 13 participating universities and 32 universities, which were project joint contractors. More than 6000 students participated in the testing of the new modules. More than 5000 projects participants and executives developing new modules of basic professional educational Bachelor and Master programs had advanced training according to specified project requirements. 3603 students participated in the testing of an independent evaluation of professional competencies.

Project Implementation in the Context of Digital Technologies: Federal and Regional Aspects

2020 ◽  
pp. 157-164
Author(s):  
E. V. Ushakova ◽  
E. V. Voronina ◽  
E. V. Fugalevich ◽  
M. V. Mikhaylova
Keyword(s):  
Public Administration ◽  
Russian Federation ◽  
Digital Technologies ◽  
Executive Branch ◽  
Project Implementation ◽  
National Economic ◽  
Federal Districts ◽  
The Russian Federation ◽  
The Government

In 2017, the digital revolution reached a new global milestone: every second inhabitant of our planet was connected to the Internet. The Digital Economy Program approved by the Government of the Russian Federation in July 2017 aims to address ambitious tasks dictated by new requirements to the public administration system and the organization and structure of the state apparatus of the Russian Federation. The mission of implementing digital technologies in public administration should involve improving the quality of the latter, primarily the quality of public services and management of the implementation of national projects (programs) aimed at ensuring Russia’s economic growth.Aim. The presented study aims to determine priority areas and directions of public administration in the context of the implementation of digital technologies at the federal and regional levels.Tasks. The authors rank the constituent entities and federal districts of the Russian Federation by the extent to which the potential of digital technologies is realized in all aspects of national economic activity and identify the leading constituent entities and federal districts of the Russian Federation in terms of the implementation of digital technologies in public administration.Methods. This study uses general scientific methods of cognition and the scientific sociological quantitative method for ranking the constituent entities and federal districts of the Russian Federation in terms of the implementation of digital technologies in public administration.Results. The authors conclude that regulatory and legal acts need to be specified at the federal level in matters of project implementation in the context of digital technologies. With respect to the constituent entities of the Russian Federation, the study identifies factors that affect the uneven development of digitalization, particularly the under-qualified staff, lack of project funding in regions, digital divide, and problems of creating a new regulatory environment.Conclusions. The development of digital technologies requires close cooperation between public bodies across all levels of the executive branch. It should be noted that the methodology of forming a digital government itself facilitates the establishment of the necessary conditions for addressing national economic challenges, including those associated with strategic planning based on unified digital information platforms. This aspect is crucial for the development of the Russian economy. Thus, digitalization should lay the groundwork for the further implementation of results-based management by the government.

Integrated assessment and mapping of the environmental situation in the Russian Federation regions

2017 ◽  
Vol 924 (6) ◽  
pp. 6-16
Author(s):  
V.S. Tikunov ◽  
O.Yu. Chereshnia
Keyword(s):  
Russian Federation ◽  
Pollution Index ◽  
Pollution Level ◽  
Anthropogenic Pressure ◽  
Environmental Capacity ◽  
Environmental Friendliness ◽  
Second Stage ◽  
Environmental Situation ◽  
The Russian Federation ◽  
Two Stages

The article presents a methodology for a comprehensive assessment of the environmental situation in Russian Federation regions based on the pollution index and the index of the ecological tension. The evaluation was carried out in two stages. At the first stage, the degree of pollution of the atmosphere, hydrosphere and lithosphere of the regions was estimated on the basis of the emission of pollutants into the atmosphere, departing from stationary sources, the formation of solid domestic wastes (SDW) and the discharge of contaminated wastewater. Based on these three indicators, a pollution index was constructed that estimates aggregate pollution level. In the second stage, the authors made the estimation of loads generated by atmospheric emissions, solid waste and waste water discharged into the territory of each region, per capita and in relation to the environmental capacity of the economy. This allows us to take into account the area of pollution, anthropogenic pressure and environmental responsibility of the population, as well as the environmental friendliness of production. On the basis of relative indicators, the index of ecological tension was created.

Project implementation management of the russian federation state programs

2021 ◽  
Vol 6 ◽  
Author(s):  
N.А. Gavrilova ◽  
◽  
V.I. Filippov ◽  
Keyword(s):  
Project Management ◽  
Russian Federation ◽  
Management System ◽  
Project Implementation ◽  
The Russian Federation ◽  
The Government ◽  
State Programs ◽  
Implementation Management

The article is devoted to the project management as a modern direction of management. The questions of becoming and development the project management of the Russian Federation state programs are considered, also the reform of management system of the Russian Federation state programs conducted by the Government of the Russian Federation is presented.

The Problem of Teaching Children of Immigrants in the Russian Federation

2021 ◽  
pp. 7-9
Author(s):  
Natalya Vinogradova
Keyword(s):  
Russian Federation ◽  
Children Of Immigrants ◽  
Educational Institutions ◽  
Federal State ◽  
Cultural Environment ◽  
Ministry Of Education ◽  
Interethnic Relations ◽  
Education Development ◽  
Scientific Institution ◽  
The Russian Federation

The publication proposes to discuss the problem of teaching children of immigrants who have arrived in our country and need to adapt to the new social, linguistic and cultural environment. The principles underlying the organization of education for children of immigrants in the Russian Federation, and the conditions for their education in educational institutions of our country, which were formulated at a meeting of the Council under the President of the Russian Federation for Interethnic Relations on March 30, 2021, are given. The content of the state order of the Ministry of Education of the Russian Federation to the Federal State the budgetary scientific institution “Institute of Education Development Strategy of the Russian Academy of Education” to study the difficulties faced by children of immigrants in the process of adaptation. The result of the study should be the creation of a set of guidelines for teachers organizing the work of classes in which children of immigrants study.

scholarly journals On the Needs of Specialists in Guardianship and Trusteeship Bodies for Competence Development and Methodological Support in the Constituent Entities of the Russian Federation

2021 ◽  
Vol 2 (2) ◽  
pp. 96-107
Author(s):  
V.O. Volchanskaya
Keyword(s):  
Russian Federation ◽  
State Policy ◽  
Work Experience ◽  
Training Programs ◽  
Problem Area ◽  
Advanced Training ◽  
Professional Standard ◽  
Ministry Of Education ◽  
Department Of State ◽  
The Russian Federation

The article presents an analysis of the results of monitoring to determine the need to increase the level of competence of specialists of guardianship and guardianship (OOP) (2020), provided by the Department of State Policy in the field of Protection of Children’s Rights of the Ministry of Education of the Russian Federation. In the context of the constant expansion of the powers of PLO specialists, the importance of special professional and methodological training of specialists of guardianship and guardianship authorities in relation to minors in accordance with the requirements of the professional standard and interdisciplinary competencies is evident. 406 specialists of guardianship and guardianship authorities of 85 subjects of the Russian Federation took part in the study. The analysis of 406 questionnaires of PLO specialists with different work experience in the guardianship and guardianship authorities was carried out. The average age of the PLO specialists who took part in the survey is 40 years. The gender composition of respondents is mainly represented by female specialists (92.2% of women with less than 1 year of work experience and 98.3% with more than 5 years of work experience). Representatives of executive authorities in the field of guardianship and guardianship note the need to update the existing professional standard of a specialist of guardianship and guardianship authorities in accordance with changes in state policy in the field of protection of the rights of minors. The most popular forms of receiving methodological assistance are: participation in training seminars, conferences, round tables, webinars; online consultations with experts. PLO specialists prefer to receive methodological support through telephone consultations, through various Internet resources; in the form of methodological recommendations; supervisors, business games, trainings, advanced training courses. The problem area remains the modern content of training programs, a multidisciplinary approach, and the constant expansion of the competencies necessary for the work of specialists. It is shown that for specialists with different work experience, their own principle of building advanced training programs with different volume and content of training for these categories of specialists should be implemented with the obligatory reliance on the case study.

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